Beacon Awards 2024/25

Barnsley College’s commitment to Carbon Literacy and Education for Sustainable Development (ESD) has truly been a catalyst for a sustainable culture change. In December 2023, the College expanded upon the Carbon Literacy Project’s Carbon Literacy Action Day (CLAD) to make a full week of activities to further embed ESD into student learning – understanding the importance of equipping the next generation with the tools to educate and act on climate change within their spheres of influence. The result was being named one of three CLAD Catalyst organisations in the country – alongside Transport for London and North Somerset Council – and training a record of more than 1,000 students. The College has been held as a benchmark for other institutions looking to replicate its approach and has also developed a pioneering Carbon Literacy training course to local businesses in cooperation with the local Barnsley Positive Climate Partnership, with the aim of students training the wider community in years to come. With staff across the College certified as ‘Carbon Literate’, Barnsley College’s efforts have – in a short space of time – effected a sea-change in attitudes and understanding regarding Carbon Literacy, not only internally, but in the wider sector too.

Although we are a small college, we have big ambitions in our commitment to social and climate/environmental justice which we see as fundamentally interlinked and inter-related. We were the first college in England to declare a climate emergency and our ambitions are manifested in our college-wide Green Pledge, launched in the summer of 2023, which is a culmination of many years’ commitment to social and climate/environmental justice which is now explicit in our mission statement and strategy. The Green Pledge tells the world what we are committed to delivering under the areas of sustainable learning, sustainable spaces, sustainable living and sustainable people, partners and communities. Our Climate Action Plan reflects our four Green Pledge areas and our cross-college Green Team, which includes students, ensures our plans and actions are understood across the college. Our 2024-2030 college strategy “Towards 2030 and Just Transitions” is based on our Green Pledge areas.

Northampton College introduced its Go Green initiative because climate change and the environment is a huge talking point among its students and it wanted to lead by example by creating a more sustainable future. Elements of the project, such as Ignite the Spark, help hundreds of school pupils to learn about sustainability. While other colleges buy in eco-classrooms, Northampton College designed and built its own with help from industry. Students worked with sustainable construction industry experts on the project, learning sustainable construction skills above and beyond their course qualification requirements. Its Green Skills Centre is helping to tackle the UK’s shortage of construction workers with up-to-date green skills. It provides around 250 students with access to the latest green technologies, reskills adults wanting to move into the industry and upskills existing construction professionals. Its estate has reduced waste consumption through initiatives such as replacing single-use plastic bottles with reusable bottles in canteens, installing paper recycling bins, transforming its food waste into biofuel and recycling all its waste metal. It sends no waste to landfill, has invested in solar powered electricity generation, LED lighting and biomass heating and its Big Switch Off campaign alone resulted in a 22% electricity use reduction.

Rising Tides Rising Minds is a pioneering initiative, designed to address the urgent climate challenges in the Humber region—one of the UK’s most vulnerable areas for climate-related flooding and a major carbon emitter. With no additional funding, the project harnessed the commitment of existing staff and resources to create a transformative educational programme. The initiative has engaged 2,651 students and over 200 staff across various disciplines, equipping them with critical skills in sustainability and renewable energy. Through collaborations with over 100 industry leaders, we have developed a comprehensive, industry-relevant curriculum that prepares students for the growing demands of the green economy. The programme’s inclusivity ensures that learners from diverse backgrounds, including asylum seekers, refugees, and SEN students, can actively participate. Beyond the classroom, students are involved in hands-on community projects, such as beach clean-ups and habitat restoration, fostering environmental stewardship and strengthening community bonds. This holistic approach not only prepares students for green careers but also contributes to regional resilience against climate change. Rising Tides Rising Minds serves as a replicable model for other institutions, demonstrating how significant sustainability outcomes can be achieved with limited resources.

The South West College Climate Action Campaign is a multifaceted initiative designed to integrate sustainability into every aspect of the college’s operations. Central to this campaign is the creation of a comprehensive Net Zero Action Plan and a Sustainability Action Plan, which guide the college’s strategic efforts toward reducing carbon emissions and enhancing environmental stewardship. Key elements of the campaign include the integration of climate stripes into the Ladies GAA jerseys, symbolizing the college’s commitment to climate awareness and the promotion of girls’ participation in sports. The campaign also delivered free Carbon Literacy training to all staff and students, fostering a college-wide culture of sustainability. Further initiatives include biodiversity enhancement through campus-wide planting projects, supported by the Special Educational Needs (SEN) department, and urban gardening promotion with wildflower seed giveaways. The college also established a baseline for energy usage and carbon emissions to track progress toward net-zero goals, alongside the promotion of electric vehicles with free EV charging stations. This campaign showcases South West College’s dedication to sustainability, with impacts reaching students, staff, and the broader community, making it a model for integrating climate action into educational institutions.

The college's sustainability initiative aims to integrate environmental responsibility into every facet of campus life and education. Guided by the SDGs and Climate Change Roadmap for FE Colleges, the initiative includes enhancing sustainability in curriculum development, fostering a culture of eco-consciousness among students and staff and implementing practical measures like improved recycling facilities and energy efficiency programs. These efforts not only reduce the college's environmental footprint but also positively impact the local community by promoting sustainable practices and engaging in outreach programs. Staff are actively involved through training and participation in sustainability initiatives, further enhancing campus-wide efforts. By embedding sustainability into campus operations, curriculum, and community engagement, the college sets a standard for educational institutions while preparing students for careers that prioritize environmental stewardship and sustainability.

Industry Weeks are an extension into week-long schedules of activities of the periodic guest speakers and hands-on sessions that students might typically receive, immersing those students in the world of work related to their chosen field. The Careers and Enterprise Hub work closely with businesses, and College departments, to understand progression routes for students and identify trends and needs in the local labour market. Activities then closely mimic real-life situations or feature key insights from working professionals in these areas. Sessions aim to spark students’ interest in a specific job role or alert them to new possibilities they hadn’t considered. Industry Weeks provide a common focus to empower students to reflect upon their current skills and aspirations – fostering a positive, inclusive culture that has been transformational for students’ progression. We encourage external speakers to get to know students on a personal level, rather than simply delivering ‘chalk and talk’. Organisations have fostered strong long-term relationships with the College as a result of Industry Weeks, further strengthening an already comprehensive careers provision. Careers advisors are on hand to ensure Industry Weeks provide a rounded, effective approach to preparing students for employment or other opportunities.

The AoC Beacon Awards celebrate exemplary practice in careers education. CCCG's submission showcases our commitment to Equality, Diversity, and Inclusion (EDI) as the foundation of our approach. With a student body reflecting London's diverse communities, we aim to create an environment where every student feels valued and has equal access to opportunities. Our programmes target underrepresented and priority groups, providing mentorship, masterclasses, and paid work placements to overcome financial barriers. The diversity of our professional volunteers mirrors our student population, inspiring students to see their potential for success in various industries. Feedback from students and professionals highlights one of our projects impact, with 88% of participants reporting increased self-confidence and 70% expanding their professional networks. Partnerships with organisations such as SiSTEM and Everything Diversity and Inclusion further ensure that all CCCG students can pursue career paths free from inequality. This project exemplifies CCCG's dedication to EDI and its commitment to providing all students with the support and opportunities they need to succeed.

Our innovative career guidance career programme has transformed how we prepare learners for the job market through a strategic blend of targeted support, industry partnerships, and curriculum alignment. Funded primarily through our Learner Services budget. This career programme provides a comprehensive career development program that is aspirational. A cornerstone of our approach is the termly Industry Breakfast Collaboration events, which feature over 30 employers per session. These events offer personalised career advice, mentorship, and hands-on experience, equipping learners with essential employability skills required in their future careers. Our sector-specific workshops and webinars further enhance these skills, both online and in person. In June 2024, we held a SEND Job Fair in collaboration with Local London Careers Hub East, engaging over 140 SEND students from local schools and offering tailored career support to meet their unique needs. Our participation in key national events, including Careers Week and National Apprenticeship Week, highlights our commitment to inclusivity and industry relevance. The impact has been substantial: 96% of our learners have been engaged, over 600 unemployed individuals from the local community had the opportunity to access job placements and interviews through our events, and overall career readiness has significantly improved. This project exemplifies our leadership in career education and dedication to providing meaningful, sustainable career opportunities for all learners.

The 2018 ALN Act made it a legal duty for Welsh education providers to meet learners’ ALN, requiring schools to provide pipeline colleges with detailed information and Individual Development Plans (IDPs) on ALN learners to enable appropriate preparation for their arrival. However, with many schools only having one staff member responsible for ALN, and this generally not being their sole role, comprehensive details on learners weren’t always shared, leaving them at a disadvantage as colleges couldn’t meet their needs. To address this, the college created the ‘Enhanced Transition Model’, focusing on obtaining extensive information on learners’ needs before enrolment, and providing them an appropriate support network once they do. A dedicated team, including two IDP coordinators (unique to the college) was created to liaise with prospective ALN learners, their schools, families and other professionals to collate information early on, enabling development of accurate IDPs/transition plans and providing time to put relevant changes in place. A 73-strong inclusion team supports learners on arrival and continually feeds into their plans. Four feeder schools have also established onsite 'satellite' provisions. Their learners undergo enhanced transition by using college facilities and integrating with the college community, guided by specialist staff, facilitating future college enrolment.

We strongly believe that our team’s USP is our inspirational drive, unwavering commitment, and dedication to ensuring that every individual accesses a curriculum that is completely bespoke and personalised to their assessed needs. We achieve this by meticulously planning throughout an early transition process and delivering a holistic approach to ensure very high retention and achievement (100% retention and 100 % achievement at the Willow Tree Centre, and 97.30% retention and 97.30% achievement for Foundation RARPA programmes). This outstanding team are determined to ensure that every student is given the opportunity and appropriate support to lead a positive and fulfilled adult life as a result of the range of high-quality support they receive at college. Staff are united in their belief that the overwhelming majority of young people with SEND and Autism are capable of sustaining employment and living as independently as possible, which is why developing work & independence skills is at the heart of the curriculum. An example of this is a student with a profound hearing impairment, who hadn’t accessed mainstream education before, attended and excelled on our Prince’s Trust programme, which is a transitional year for students who require a more nurturing route into Further Education. The student went to achieve the High Sheriff Outstanding Young Citizen Award 2024 for his progress and achievements at college and within the local community and has recently started on his chosen level 2 Art course at college. All staff have a highly skilled ability to ensure that students learn the most valuable and useful skills they need for the future through their involvement in a range of simulated and real work and/ or independent living opportunities. The wrap around support and highly-invested-in facilities that goes beyond our outstanding and personalised curriculum ensure student support is highly effective and promotes lifelong skills for adulthood.

BCoT's dedication to excellence has transformed its learning environment. The college's strategic focus on staff development, student support, and innovation has led to significant improvements in student outcomes, engagement, and well-being. Students are empowered to be active participants in their education, supported by a dedicated team of staff, and equipped with the skills and knowledge they need to succeed. Our commitment to inclusivity and well-being creates a positive and supportive community where everyone feels valued and respected. The college's innovative approach to education, coupled with its strong focus on student success, positions BCoT as a leader in the field of further education.

While starting college can be an exciting time for many, with the prospect of enhanced independence and a wealth of new opportunities available, however, for some it can be a daunting experience. Students with SEND often require enhanced transitions when moving to a new place of education. Our transition programme provides individualised, tailored support for young people , promoting a smooth and worry-free transition for those most in need. Underpinned by collaboration, our ethos is embedded in an understanding of how unique our students are, with school and college staff working closely together to design a package that suits their needs and preferences . We work with the young person, their school, parents and carers to ensure their time with us is a positive experience, and supports them in reaching their full potential. Each package is individual to the young person and provision is delivered as a joint effort between school and college. This can include a gradual reduction of support from school to help the young person experience a ‘real day’ at college, with college staff and students. They are enrolled onto a link programme and can choose one or more subjects to support their future application decision. The length of the package is individual with some students accessing a programme for as little as 3 sessions and others attending 3 times per week for a full academic year. Packages include experiences of the wider college to allow for navigation, desensitisation and familiarity. This helps them to settle into college life more smoothly when they are enrolled.

The Youth Safety Team at NewVIc offers a specialist, unique and holistic service for students. They play a critical role in maintaining a safe, welcoming college environment and uphold the student code of conduct. Every morning, the team greets students on their way into college and has a friendly, reassuring presence across the campus throughout the day. The team was introduced as an alternative to a punitive approach to managing student behaviour; all are qualified youth workers who use informal education to identify and address challenges and support behavioural and attitude changes for lifelong learning. They support students who may be at risk of losing their place at college, experiencing issues in or out of the college and work closely with the safeguarding team as well as the police, social services, probation and other external agencies. They use various interventions to help students; including mediation, one to one and issue based group work. They see students on a regular basis and play a crucial role in early intervention/identification of concerns. These circumstances, if noticed and responded to early, can often be addressed with support from the Youth Safety Team and prevent escalation and improve retention, attendance and achievement rates.

The PEAR Project helps student carers balance academic responsibilities with caring for a loved one. This can be mentally and emotionally demanding. The project has established partnerships both externally and internally. It has obtained the Quality Standard in Carers Support Accreditation and collaborates with the South Eastern Health and Social Care Trust, Belfast Health and Social Care Trust, and Northern Health and Social Care Trust, as well as Action for Children, to offer comprehensive support to student carers. This support includes networking opportunities, initiatives to promote psychological well-being, and financial advice. Internally, the project partners with pastoral care, learning support, student finance, and the Student Union to create a flexible and tailored support system that caters to the individual needs of student carers. The education policy supports student carers with flexible arrangements and a carer card for emergency situations. It also raises awareness about carers' needs among students and staff. The project also provides 24-hour App support for student carers. The App, designed by carers, offers a comprehensive package of health and well-being support, as well as information and support chat forums for carers. As a result of the engagement work, recharge rooms have been established for student carers across three busy campuses. These rooms offer self-help mental health therapies for student carers.

The Learner Support Zone (LSZ) at Barking & Dagenham College is a dynamic initiative designed to remove barriers to student success by offering a comprehensive range of academic, personal, and emotional support services. The LSZ supports over 65% of its students in securing employment or work placements in their field of study, with achievement rates in key areas like construction and engineering increasing by 5%. With 12 student support mentors, 8 Senior Leadership Team members, 2 executive leaders, and active involvement from several governors, the LSZ exemplifies collaborative leadership and governance. The initiative focuses on key vulnerable groups, including students facing mental health challenges, financial hardship, and those from diverse cultural backgrounds. Tailored interventions, such as personalised mentoring and wellbeing support, have led to improved retention rates and student satisfaction, with 89% of students reporting increased confidence in their career prospects. The LSZ is a one-stop support hub that seamlessly integrates academic mentoring, financial advice, and wellbeing services, making it a model of excellence in the sector. Its success lies in its ability to address the individual needs of students, fostering resilience, inclusivity, and long-term success in both education and employment.

The college identified increasing demand for independent living skills training among its High Needs students, as well as increasing numbers of students with identified sensory processing differences and high levels of expressed anxiety within college. Engaging the advice of external expertise, we developed our understanding of sensory processing needs within a trauma-informed context, reviewed our curriculum offer and reviewed the physical environment of our specialist high needs provision. The result was the construction of a suite of very high specification, fully accessible training rooms, with a design ethos intended to raise students’ aspirations for independent living and meet their access and sensory regulation needs. The facilities incorporate design features that naturally support sensory regulation, as well as providing specialist sensory regulation spaces. Alongside training our staff we also developed a sensory regulation curriculum for our students, empowering them with the insight and skills to manage their own neurodiverse needs. This has greatly strengthened the learner voice for some of our most vulnerable students, who not only played a very active role in designing the new facilities, but are now also established as a standing body, the Neurodiversity Council, helping to drive further change for the benefit of all students.

Nationally 5.2% of young people between 16-18 are NEET. Locally, the figure is even higher at 6.9%. Furthermore, the number of young people who are severely absent is 150% higher than before the COVID-19 pandemic. The Outreach Programme has been developed to respond to the growing number of young people who are NEET and provide these vulnerable young people with the skills, confidence and opportunities to find a pathway for progression. The programme moves away from the traditional pathway for post-16 and employs an adapted and personalised approach. Outreach is divided into two key areas of focus: personal development and preparation for adulthood and developing study skills through lessons and activities connected to the different programmes and vocations available at the College. It has a collaborative approach with both internal and external stakeholders, ensuring that there is a holistic focus on the young person. This enables them to engage whilst reducing not just educational barriers but any social, emotional or mental health challenges. The individualised and adaptive approach, co-created with the young people, creates an environment for students to feel safe and build connections. This is a turning point for many which leads them to positively reintegrate into education, training or employment as well as developing independence and important life skills.

Centre Stage is an ambitious performing arts project providing unprecedented support and unique opportunity for students with special educational needs, culminating in 2 nights performing at the Royal Academy of Dramatic Arts. The provision has been running for over 10 years for young people with Special Educational Needs and EHCPs. The programme has systematically improved, offering innovative, challenging curriculum and delivery, preparing students for exceptional performances. Students develop independence, self-awareness, enhanced communication and broader employability skills. Realising that the Creative Industries, (especially performing arts) needs to tackle its lack of diversity and inclusivity, we wanted to help. We were successfully running performing arts for very disadvantaged students and thought that it could offer something to the established, reputed national organisations of the industry. Just as the students were breaking through barriers through performance, we thought we would break some more and we began approaching national organisations. Relationships began building with Royal academy of Dramatic Arts (RADA), Guildhall School of Music, Royal Opera House and Old Vic Theatre. Students benefitted from visits, employability workshops and support for productions. The highlight so far is the students performing at RADA to an open audience in 2023 and 2024.

This initiative exemplifies a holistic, employer-led approach to tackling critical skills-priorities in engineering and manufacturing while delivering social value. Through systemic partnership and innovation, the College has delivered targeted training in high-demand sectors, such as nuclear, power and food manufacturing, ensuring that programs remain relevant and responsive to evolving industry needs. Collaboration with employers is integral to the College’s strategy and together, they have tackled big challenges: · Filling niche engineering skills-gaps requiring bespoke delivery patterns and curricula; · Attracting expert staff to run specialist programmes; · Investing heavily into the development of dual-professional teachers and trainers; · Providing disadvantaged young people, including care leavers, with opportunities to gain sustainable careers. The initiative has resulted in excellent employer satisfaction, 93% would recommend the College, a significant 74% increase in employer-led apprenticeship standards, a 33% growth in apprenticeship starts and achievement rates 14.1% above national average rates. A whole-college commitment to innovation, inclusion, and sustained-engagement has been achieved through ambitious strategic direction, substantial investment and a leadership culture that embraces risk and fosters creativity. As a model of best practice, this initiative can inspire other colleges to develop achievable strategies that meet evolving industry needs while advancing equality, diversity, and inclusion.

The City of Glasgow College Built Environment Employer Board continues to break new ground, enduring five tumultuous years for the construction sector, to lead the way on industry collaboration. As part of its skills modernisation agenda, the Board in partnership with the College has pioneered a new digital construction project, which has seen over 900 students accredited since its creation. The development of new higher education programmes in Architectural Technology, complete with a suite of micro credentials, has also led to a new Group Awards, developed by industry partners to fill skills gaps they identified. Bringing into focus prescient issues of sustainability, health and safety, welfare, construction techniques and industry challenges, the Board continues to be an influential tool in ensuring alignment with the requirements of industry through the close collaboration with suppliers that it provides. In turn, the Board is supporting improved outcomes for students through the direct engagement of industry in our suite of courses, influencing the breadth of placements, facilitating guest lecturers, and providing affordable access to the latest equipment and construction technologies. Together, we are building a long-term roadmap for construction education, ensuring awarding bodies fully meet industry needs.

The College is proud to have seized the opportunity to deliver Skills Bootcamps, specifically contextualised to the needs of the local job market, whilst addressing historical inequalities in the process AND delivering 100% success. There is a well-documented diversity gap in the screen industry workforce in the West Midlands, which the College’s work seeks to address. This is achieved by proactive engagement by the College and its employer partners with geographic areas and segments of the population who have not previously considered working in the industry as a result of it’s reputation as elitist and difficult to enter. The College is now seeking to share this success with the wider sector, so it may be replicated. This is an example of employer engagement at its best.

The College “Industry Partners – Workforce of Tomorrow” programme began as strategic employer engagement within the apprenticeship provision, developing into the bedrock of curriculum design across the College Group, embedded into the annual planning cycle. Positioning the College as a strategic talent partner for local businesses, aligned with the Local Skills Improvement Plan. Innovative because: Employers understand their role in The College Strategic and Continuous Curriculum Cycle provides curriculum planning with employers at its heart, ensuring high quality employer engagement is interwoven into the fabric of the College delivery. -A range of planned interventions at scale across all disciplines. -Weaving innovation in the workplace into College delivery. Impact is recorded, evaluated, tested, revised and drives further development. Delivers the “Workforce of Tomorrow” talent pool. -Employer Curriculum Boards with Industry Partners -Shaping Curriculum with Industry Partners Survey Audit of staff workforce - dual professionals. -Analysis of destination data -Industry placements (designated day 7th July) to build relationships and gather intel -Skills and Work Board meetings – (Connections, JCP, CVS, University, Council, College, Employers) Members of local provider network Advisory Board. -In person discussions with Chamber of Commerce/Employment and Skills Advisory Panel (ESAP)/Local Authority -Curriculum Review and Planning meetings -Governor oversight and inclusion of their industry knowledge Employer relationships have developed to inform, innovate and co-design curriculum to provide a talent pool of learners able to progress into work, tackling skills shortages.

Following the pandemic, senior management alongside the governing body recognised the need for immediate interventions around student mental health; trends analysis revealed a concerning number of students were being referred in what we deem as a mental health crisis. The strategic decision to heavily invest in mental health and wellbeing was agreed and the safeguarding and student wellbeing team set about delivering a comprehensive framework of support through the ‘no mind left’ behind initiative. It delivered a multi-faceted approach - awareness campaigns to reduce stigma, access to mental health resources, training for staff both support and academic teams, investment to increase the number of safeguarding officers and the first college in NI to invest in a social prescribing platform so students could self-refer into local community support providers before they reached a crisis stage. The impact = 37% more students engaging with the service, while simultaneously achieving a reduction of 38% in the number of students presenting in crisis. Our success drew the attention of the wider FE sector in NI and following a bid to secure funding we invited students from across the six colleges to participate in a week-long mental health and wellbeing programme with great success.

Our Mental Health and Wellbeing Initiative has delivered exceptional results, supporting individuals to overcome barriers and achieve their potential. By investing in resources and a dedicated specialist team within the HR and curriculum directorates, we've developed a comprehensive support system that effectively addresses the diverse needs of our staff and learners. This strategic placement adopts collaboration across departments, stakeholders and new partnerships, ensuring a responsive and adaptive service. Our approach prioritises early intervention, with trained staff addressing issues and a robust referral network for more complex needs, ensuring all individuals receive the support they require. The impact has been significant: participation in wellbeing activities has surged, and barriers to discussing sensitive topics have decreased. Both learners and staff are now more open to seeking support, reflecting a growing confidence in our resources. This success demonstrates the effectiveness of our strategy in creating a positive, supportive environment that empowers individuals to thrive. By addressing mental health and wellbeing with a holistic approach, we are setting a new standard in educational support and workplace health which has been seen as a sector leading approach by UK Government and through various awards secured.

In 2022 the College undertook an audit, utilising the AoC’s CMET (College’s Mental Health and Evaluation) tool and soon recognised that mental health and wellbeing for staff was more than signposting resources on the College’s wellbeing hub. The tool demonstrated that effective staff wellbeing was an all-encompassing approach, and included far wider reaching elements such as belonging, inclusion, settling in and having fun in the workplace. An action plan and college wide strategy was created, but one key thread through this was to find out from all staff what was important to their wellbeing and how we could bring this to life. We recognised that a well-supported staff community would in turn lead to higher staff engagement, motivation, retention and attendance. We further recognised that a consistent and happy workforce would bring benefits for our students and increase the overall student experience and help to improve their attendance and achievement. Through a series of ‘World Cafe’ style engagement events, all staff helped to create the first edition of the workplace manifesto. A guide demonstrating a whole college approach to how the college provides opportunities for colleagues to be creative, feel rested, belong, able to take risks and ultimately, feel empowered to make a difference within their role. The guide, now in its 3rd edition, is used as part of induction, as a reference guide for daily practice and in one-to-ones with line managers. And the impact? The College’s staff turnover is the lowest for 9 years and significantly below the regional sector average, staff absence is tracking positively low, and staff satisfaction is being recorded at an all-time high. Our engaged, motivated and settled staff community provide consistency for our students, resulting in positive student development, achievement, and sector leading progression into the workplace.

When it was perceived that more and more students were in need of mental health support, the College decided further resources were essential to meet growing demand. Increasing use of screens, presence on social media etc., has elevated the pressure and stress felt by many (although some students prefer this as a means of communication, particularly those with autism), leading to raised anxiety, low self-esteem etc. These include students who find themselves unable to, for example, queue for their security pass on arrival for their first day at college or others who can’t enter the building or make the journey to our campuses. The College now has seven wellbeing and resilience advisors, and a further team working with students dealing with anxiety, depression, etc. Other staff are involved with safeguarding and additional learning support. We also have a BACP (British Association for Counselling and Psychotherapy) accredited counsellor. The college uses Togetherall, which provides peer-to-peer online support, moderated by clinicians to allow students to help each other. Central is the aim of supporting students to continue their studies, with all the positives that brings. This has resulted in significant improvements of retention rates and a marked reduction in numbers of withdrawals.

We all have health, physical and mental, they both improve and decline, they both impact our productivity, wellbeing and even our confidence. From an early age, physical health is promoted, recognised as essential to wellbeing. Primary schools have dedicated sports premium funding, and PE lessons twice a week, secondary schools commit to a minimum of two hours per week of sporting activities, offering a range of clubs and teams to boost participation. By the time students reach college, they have an embedded understanding of the benefits of physical health and healthy choices for improved physical wellbeing, however, an understanding of mental health, and strategies for improvement are less well developed. In recognising the holistic benefits of mental health awareness, support and preventative action, we asked ourselves what would be the outcome if the same focus, energy and funding was directed towards mental health? What would the impact be? The result is a cultural shift, a golden thread of activity for our staff and students that empowers them to recognise, acknowledge and improve how they feel. Using a range of strategies, individualised approaches and a dedicated team qualified to offer support and guidance, we are erasing stigma and championing a collaborative approach to improving awareness and wellbeing.

There is a changing landscape to the mental health and wellbeing of our learners and staff in which we have a duty to respond to and ensure there is appropriate provision of resources and support that is accessible to all. Over the past three academic years, the top three reasons for learners accessing support from the Wellbeing and Safeguarding team are: Wellbeing, Anxiety and Mental Health. The top three reasons for staff absences are: Gastrointestinal problems, Cold / cough / flu / influenza and Covid. These reasons were acknowledged, and we introduced a free flu jab to be made available to all staff in which 27.9% participated in the scheme. We anticipate this number increasing over the coming years as staff become familiar with the scheme. In terms of our staff population, we are female dominant and predominantly over the age of 30 years, which is important for us to acknowledge in terms of the impact of perimenopause and menopausal symptoms and potentially increased caring responsibilities of dependents or aging parents. The college is situated in an area with considerable challenges of deprivation, 35% of learners come from the two most deprived deciles in Wales. A further 30 per cent come from the third and fourth most deprived deciles, making it the college with one of the highest profiles of deprivation in Wales. The impact of living in poverty has a detrimental effect on mental and physical health, low attendance and attainment.

The "Student Mental Health Ambassadors: Champions of Well-Being and Resilience" initiative a empowers students to take an active role in supporting their peers' mental health. This student-led program addresses the growing need for accessible mental health resources by training ambassadors to provide empathetic, peer-to-peer support and bridge the gap between students and professional services. Ambassadors serve as approachable contacts, raising awareness and reducing stigma around mental health issues through campaigns, workshops, and one-on-one interactions. They foster an inclusive environment where students feel safe to express their concerns, seek help, and build resilience against stress, anxiety, and other mental health challenges. By promoting a culture of openness and understanding, the initiative enhances overall well-being, academic performance, and personal growth. This project not only benefits those directly supported but also cultivates leadership, empathy, and advocacy skills among the ambassadors themselves. By embedding mental health awareness into the fabric of college life, the initiative ensures long-lasting positive impacts on student resilience, self-awareness, and community spirit, reinforcing the college’s commitment to a healthier, more supportive campus environment.

#WELLSTUDENT is an initiative that has been created to encapsulate a vast and varied wellbeing offer. Mental health and wellbeing issues pre-date Covid, however, there has been a significant increase in the demand for college services to support learners, with case numbers increasing 4-fold since the pandemic. #WELLSTUDENT focuses on early intervention and prevention, encouraging learners to take ownership of their own wellbeing, developing resilience and in turn reducing the strain on specialist therapeutic, pastoral and safeguarding staff in the college, allowing them to deal with more serious mental health concerns. This has been a shift from a reactive to proactive approach to wellbeing. Supported by staff that have undertaken comprehensive CPD, students are encouraged to take a pro-active approach to mental health and wellbeing through engaging with the fully inclusive #WELLSTUDENT enrichment programme which also serves as an internal social prescribing offer. The programme has four distinct categories, physical, emotional, mental and spiritual and all students are encouraged to participate in activities they feel best meet their needs at any given time. Accompanied by a resilience-based, levelled tutorial programme, #WELLSTUDENT builds a resilient cohort of who are proactive in the care of their mental health at college and beyond.

Our college took a radical approach to establish, extend and embed digital technology in TLA. Investment of >£2m means the majority of our 4,000 learners and 20% of staff engage in digi-tech based TLA improvement E-volution. Our E-volution is a radical whole college approach driven by our senior team and governing body. It extended from the inception of a focused digital technology campus facility coinciding with the covid-pandemic and a merger, and now involves: o The majority of our 4,000+ students compared to just 10% pre-covid o 20% of our teaching staff in direct delivery of digi-tech based TLA o 475 of our staff undertaking digital tech related TLA CPD in 2023/34 of 3,000 related qualifications being awarded annually o 79 employers engaged in the last year compared to 46 in 2022/23 of 2,300 students benefitting from improved employability skills o Engagement in good practice dissemination and knowledge exchange with 54 other college and training organisations. The result is an extensive commitment to the embedding and use of sophisticated digital technologies including AR and VR tools across a wide range of curriculum areas, with evident improvement in learner recruitment, engagement, quality, outcomes and employability as well as staffing skills and recruitment.

This innovative project uses a new Google ‘no-code development’, to deliver complex App solutions and drive improvements in productivity using AI to reduce workload at affordable cost and at pace. Using Google AppSheet we created a complex Quality of Education App with associated workflows using no-code development techniques within 4 weeks that in normal processes would have taken 2-3 months of development time. The App covers the full Quality of Education process: lesson observations, peer reviews, resource reviews and deep dives. The App simplified existing processes and significantly reduced workloads in completing these reports through effective interfaces and streamlined processes. Web based the App also allows usage across all educational locations and by subcontractors. The tool utilises embedded AI to analyse and identify individualised support needs and notify the support areas through automated workflows. AI also supports identifying broader thematic training & development plans which are used in arranging training sessions and college training days. Finally, the latest derived improvement has been the initial pre-population of self assessment plans with any good practice and areas for improvement identified. All of these initiatives have huge time savings attached and streamline our QA processes.

The integration of AI@BCoT has transformed the way our staff deliver teaching, evidenced by improved efficiency and an enhanced educational experience for learners. After hearing a student’s concerns about the ethical use of AI among his peers, the college developed an AI strategy, introducing platforms such as Google Gemini. More than 100 staff have been trained to use AI technology, with many more using it on their own initiative. We have seen an outstanding improvement in staff efficiency and wellbeing with hours of time being saved a week. Staff report that AI helps them be more creative in lessons, and improves their performance. Moreover, they say it has made learning more accessible for students. Through this activity, our students now use AI platforms on a level playing field, with many excelling in their chosen subjects and some being showcased as examples of best practice on a national stage. Importantly, AI@BCoT has positively impacted staff wellbeing, with staff reporting that the AI improves their work-life balance and reduces stress. We have introduced new policies and working groups to establish robust governance practices and presented at national conferences where BCoT has solidified its position as a leader in EdTech.

Creative Industries offers an immersive and responsive curriculum that allows learners at any stage of their creative journey to explore wider opportunities that promote personal development, creative evolution and employability. This is encouraged and developed via a stimulating selection of additionality and work-based learning opportunities. From work experience with major brands and organisations such as Oxfam and Film Buddy, to amazing success stories of student collaboration with local, independent companies, the Creative Industries department has some exceptional examples of real-world learning, and how this has enhanced our learners’ experience with us, and opportunities once they leave us.

One Garden Brighton is a pioneering initiative, a destination garden open to the public and as such provides a real-life commercial working environment many graduates will go on to experience in industry. The garden has welcomed over one million visitors since 2021. The project focuses on real-world learning, offering accredited and non-accredited horticultural courses that cater to diverse student populations. The garden serves as an immersive learning environment where students engage in live client projects, sustainable practices, and horticultural therapy. One Garden Brighton’s commitment to sustainability is evident in its 100% peat-free programmes, teaching students about environmental stewardship. The initiative has had a profound social impact, particularly through its collaboration with local councils to offer therapeutic horticulture to vulnerable adults, achieving a 100% retention and achievement rate. By integrating practical learning with community engagement, the college and garden not only equips students with industry-relevant skills but also fosters personal and professional growth among participants. The garden’s role as a centre of excellence in horticulture education positions it as a model for other institutions seeking to innovate in real-world learning.

Ambition HUB is delivered exclusively by the College and offers a new way of studying. Central to the enhancement programme is giving students a genuine career edge as well as a solid vocational qualification. Students choose a Level 3 programme enhanced by an extraordinary layer of additional learning. Employer input is pivotal in the form of timetabled projects, masterclasses, and unique work placements. Where Ambition HUB differs from other initiatives is the use of cross-curriculum integration. Diverse subjects and professionals that normally exist in silos are brought together to collaborate on engaging employer-led projects – from hairdressers working with Yorkshire Building Society to the RSC performing Shakespeare with construction students! This unique model leads to a Level 3 qualification but also invaluable life experiences. Students who have never been abroad get the opportunity to take part in funded international travel or projects with real-world applications. Other benefits include enabling students to gain cultural capital, vital digital badges, core personal skills for cross-sector movement, access to an expansive employer network, and improved job and social mobility prospects. Despite 24% of the city’s residents having no formal qualifications at all, Ambition HUB is breaking the mold and achieving results far beyond all expectations.

Future Flames Productions (FFP) is the UK’s only college-based commercial production company giving creative media students real live experience of producing high- quality video content. All revenue from client commissions funds students’ academic and personal development, including course-related trips and visits, for example to television studios and/or anything they need to complete their coursework. FFP’s ethos is very much about “doing what we teach in the classroom out in the real world and in real time’, with commissioned work directly contributing to student assessments and shaping their career paths. Since launching in 2021, FFP has seen students work on over 100 films for 18 different external clients ranging from the local council, combined authority, social housing provider and NHS to Co-Op Travel, small businesses and charities. Their films have addressed issues relating to race equality, health and wellbeing, knife crime and child exploitation. As a result: • Students’ progression onto higher education at the college and other universities has increased. • More students have also ventured into freelance work and self-employment as video editors and content creators. FFP continues to evolve and grow by creating work experience avenues for other creative industries students and by increasing their client base.

Our EHE tuition centre has developed a programme of study to support progression for young people out of full-time schooling, allowing them to access key qualifications which will support their future plans. At Halesowen College we believe that all learners should learn, flourish and succeed irrespective of age, background or level of prior attainment All learners study Maths and English Language GCSE to provide a robust platform from which to progress. The majority also study a further two GCSE or equivalent qualifications (Biology, English Literature, L2 CIDA, Higher Project Qualification). Over time we have found that these qualifications both support and develop the skills and confidence required for progression. The EHE programme has also centred on developing the soft skills of learners including raising cultural awareness; developing empathy; working with others; presentation skills; time management and organisation; negotiation and compromise; as well as mutual respect and tolerance. We found that when this cohort came to progress, they often lacked these skills, and their personal development was impacted. In order to safeguard our leaners in the wider world, we have successfully embedded into our curriculums learning around staying safe online, anti-bullying and staying safe in society.

The project is the establishment of an adult learning centre purposely situated outside but next to an open prison. The centre, which the Group invested in 5 years ago, provides training to prisoners. Its primary mission is to equip individuals with the skills necessary to secure employment upon their release from prison. The open-prison status allows inmates to participate in courses and, in some cases, engage in paid employment through the Release on Temporary Licence (ROTL) scheme. According to stakeholder interviews, our partner prison accounts for approximately half of all ROTL placements in the UK and has the highest number of participants in the Working Out Scheme (WOS) of any prison. By accessing mainstream adult funding, to encourage life-long-learning, the Centre plays a critical role in helping individuals with limited prior educational attainment, often with chaotic backgrounds, acquire valuable skills and qualifications, which progressively enhance their confidence, motivation and employability. Over the past five years, the Centre has offered courses in five key areas: Built Environment, Technology/ICT, Job Club/Employability, Rail Engineering, and Hospitality. Since its inception, the Centre has experienced significant growth in both enrolments and successful outcomes, achieving an overall success rate of 97.2% in 23-24 and now boasting one of the lowest reoffending rates in England.

The college partnership with Sunderland Bangladesh International Centre (SBIC) exemplifies widening participation by reaching learners who are traditionally outside the education system, including those from underrepresented groups and individuals facing significant barriers. This approach demonstrates effective strategies to extend education beyond traditional classrooms and into diverse communities. It extends educational opportunities to new groups by delivering courses in accessible community settings such as mosques, community centres, and women's centres. This model transcends enhancing existing curricula; fundamentally transforming access to education for individuals who might otherwise remain excluded, e.g. delivering English speakers of other languages (ESOL) programmes at SBIC addresses the needs of non-native English speakers, fostering inclusivity and promoting linguistic proficiency essential for integration and employment.

'PIE' aims to break down gender barriers in engineering education and address challenges faced by individuals from low-income backgrounds. Since 2020, the strategy has included: Partnering: The team has conducted employer needs assessments, developed employer forums, and undertaken significant regional work around inclusion in the profession. The team has also partnered with significant industry bodies and funders in the project, such as the IET, NIEEP, All Island Fund, and ETF. The team has also implemented strategic projects working with Dundalk Institute of Technology and Limerick University. Inclusion in engineering: The team has implemented a large-scale engineering engagement programme with females and has worked extensively with schools to promote inclusion and diversity in the industry. This includes supporting the development of an online engineering bridge-building game to help young people see the fun side of the industry. Enhancing the curriculum to meet the needs of a diverse student body: The lead engineer has been awarded an ETF-Royal Commission Fellowship for 2024/25 with a focus on redesigning the engineering curriculum to appeal more to females. Over the last four years, this project has significantly increased programme enrolments, including a 10% rise in female enrolments.

At the heart of our ESOL initiative is the commitment to support the whole person, not just teach language skills. Many of our learners have endured complex challenges, including displacement and isolation, and we strive to provide more than academic instruction. This initiative creates a sense of belonging, helps learners overcome isolation, and builds bridges across cultures. A core innovation of the initiative is Silent Voices, Vivid Stories, an AI-powered digital art gallery hosted in Spatial. This virtual realm allows learners to share their personal narratives and cultural identities with family and friends worldwide. The physical exhibition was hosted alongside the college's Art & Design students' final exhibition, further embedding the ESOL learners into the wider college community. One student shared, “This college environment has taught me to approach others confidently.” The initiative also fosters academic success through involvement in college activities like the Future Parliament, where ESOL learners have outperformed peers in other disciplines. Students have secured employment, improved their confidence, and recently, some have achieved Levels 5 to 8 in their GCSEs. This initiative is more than a language programme—it is a foundation for learners to rebuild their lives and make meaningful contributions to society.

This change management project led to the transformation of our provision from one designed to meet the needs of international students on short English language programmes to one which focuses on the English language requirements of migrants settled within our local region. We have greatly expanded our ESOL learning and support capacity through innovative timetabling and curriculum, ensuring that our courses meet the linguistic, cultural, social and vocational needs of the learners in each classroom, as well as any additional needs, for example health needs or disabilities. We have adapted our approach to teacher recruitment through the training of existing support staff the recruitment and training of English language teachers from within immigrant communities, particularly those who have fled the Ukraine. We have innovated our approach to student support, working across college to develop ESOL-friendly processes. Most importantly we have developed the departmental ethos, moving focus beyond language skills to encompass the overall well-being and integration of students into the community. A strong vision for the department has raised awareness across college of the local and national ESOL context. The college embraces the power of ESOL as a force for social change, embodying our CRC college mission “to transform lives”.

Since October 2023, staff and students in the ESOL department have utilised AI tools, such as ChatGPT and Gemini, to improve the teaching and understanding of ESOL education and language development. This innovation benefitted both learners and teachers. By integrating AI tools in areas such as skills analysis, resource development and student use, we aimed to provide personalised, flexible learning experiences that cater to individual needs. Our goal was to enhance language proficiency and digital literacy, preparing students for a future where technology plays a crucial role. We also wanted to empower teachers with innovative tools to create engaging and effective lesson plans, fostering a more inclusive and supportive learning environment. We created this initiative to address the unique challenges faced by ESOL learners, many of whom struggle with language barriers and lack access to personalised learning resources. Our approach can be adapted to almost any setting or learning management platform, as long as teachers and learners have suitable devices with an internet connection. The AI models we use are accessible to everyone at no cost, ensuring inclusivity and broad accessibility for all learners.

We believe ESOL can be life-changing, helping students develop more than just English language skills. To become the leading ESOL provider in the region, we’ve designed an ambitious curriculum that supports rapid progress toward students' career and life goals. To best support our students to succeed in developing their English language skills, we have crafted a curriculum that aims to meet the needs of our diverse student cohort. We have achieved this through integrating a hidden social and cultural curriculum throughout our courses, while drawing on input from local employers and the wider college technical and vocational expertise to build employability skills into our syllabus from beginning to end. Our provision was recognised by Ofsted in February 2024 as outstanding as part of the college’s adult education: ‘Adult learners enjoy their experiences at college and progress exceptionally well in their studies. ESOL students explain how their improved English skills enable them to be more independent at work and in the community. They can now make medical appointments, go shopping and communicate clearly with work colleagues. Students enjoy vocational tasters to areas such as construction, engineering, barbering and hairdressing. They are aware of career opportunities available to them’.

Our college leaders actively encourage staff to seek innovative and sustainable practices that will support our learners. This project's aim was to make English for Speakers of Other Languages (ESOL) accessible to all. It was very apparent that low paid workers with complicated shift patterns were unable to access traditional college ESOL classes. It was a privilege to take ESOL delivery to the workplace through digital and face to face means. Working with forward thinking, supportive companies, we were able to deliver face to face workplace ESOL classes for E1 and E2 with limited disruption whilst providing many positive outcomes. Additionally, we provided a highly successful online Digital ESOL platform for those that were of an E3 Speaking and listening standard or above that could be accessed at any time, from any location, empowering learners to study at their own pace and convenience. This approach not only ensured continuous learning despite shift patterns but also supported personal and professional growth. Learners were only required to attend college for their exams. By enhancing English skills, students are better positioned for promotion, increased job security, and now have the ability to effectively support their children's education and engage within their communities. The project aimed to bridge the gap between employment demands and educational aspirations, ensuring that language barriers do not hinder career progression or limit family support. Ultimately, this initiative seeks to foster inclusivity and equal opportunities for all ESOL learners, empowering them to fully participate in their communities and the workforce.

We could see that there was a significant issue in the department with the unaccompanied asylum seeking children (UASCs) and how they were dealing with the trauma they had experienced. For some, it was impacting their attendance, for others their focus in class, and for all, their mental health. We felt we there was more we could do to support these very vulnerable students. The college runs a sports programme and many young people were already attending, so we could see how popular this activity was. We also knew that our Afghan students felt they were missing out as we didn’t offer cricket, so we put on some simple cricket sessions in the hall. We decided to use sport as a way to engage with all of the students, and as a way for them to release some of the pressure they were feeling. There is a significant body of evidence that suggests that physical activity is a positive way of dealing with trauma. We reached out to a premier league football club and the city’s cricket club to introduce regular coaching sessions for the young people. We were then able to look at engagement levels and success rates among the participants compared with those who did not take part.

The college’s ESOL provision has been developed through partnership working with the Royal Shakespeare Company, to include learning and development structured around Shakespeare’s works. This has been in place now for 7 years, and continues to grow in terms of opportunities, engagement and impact. Last academic year there were 235 learners engaged with the project at various levels, but the impact is wider-reaching. ESOL learners have learnt about plays, performance and language, and this has been the underpinning theme for their English language development. As well as language skills learners have learned about themselves, their new community and English heritage in a positive and engaging way that instils pride and a sense of kudos. They have developed confidence, improved their mental health, often after significant trauma, and become empowered by their new found skills. This positive impact has been spread widely across the college through tutorial engagement which positively raises awareness of the issues facing young immigrants and asylum seekers, as well as awareness of the power of Shakespeare and the theatre. The programme is progressive over their learning journey, but includes learning about performance and technical production, dance, costume, history and culture. The pinnacle of the project is the college’s ESOL Shakespeare production, which in 2023/4 was Romeo and Juliet. 37 learners performed in the final production.

Nottingham College leads a transformative partnership with local stakeholders to unlock potential in disadvantaged groups through a truly holistic, multi-agency ESOL service across the communities we serve (recognised by Ofsted as a national exemplar of best practice). Our innovative solution delivers a harmonised, city-wide engagement, referral, delivery and supported progression offer that significantly drives up educational participation and transforms life chances. At the heart of this initiative is BEGIN (Basic Educational Guidance in Nottinghamshire), a central ESOL referral service that acts independently to reduce duplication across the city. This is aligned with significant investment in our ESOL provision, which has grown by 56% since 2020/21 to 4,350 enrolments in 2023/24. Our innovative delivery includes our ESOL Plus programme (core vocational skills and contextualised language co-designed with employers) and our GLASS (Grammar, Language and Study Skills) sessions to boost English language proficiency. Our offer is enhanced with wrap-around, comprehensive support delivered through dedicated Wellbeing Mentors and Learning Achievement Coaches. The impact is significant: 96% achievement for adult ESOL (against 86.8% national average) with 78% of leavers progressing to positive outcomes. This initiative demonstrates how colleges can lead city-wide partnerships to create efficient, effective ESOL ecosystems, driving both individual and community transformation.

We are a large college group in the north of England. Every year, we inspire students and staff to develop skills that will help them reach their full potential, connecting them with partners and employers across the world. We achieve this by organising work placements abroad so that learners may benefit from experiencing work in inspiring and relevant places. Initially this is in the form of a bite-size period of 2-weeks, we also endeavour to raise the aspirations of our learners and further improve their outcomes by encouraging and supporting them to take part in longer work placements, for a more useful in-depth experience. This has enabled students to work for extended periods, in France, Sweden and St. Lucia and has seen measurable impact in confidence and skills, with alumni securing work - one in our own college, or progressing to university. We ambitiously continue to expand on our international provision to consolidate the opportunities and enrich our student experience. We ensure that our offer of placements is across the entire college curriculum to ensure equality of opportunity, encouraging applications from students with disadvantaged backgrounds and those with additional needs.

Vietnam mobility allowed 20 learners studying Health and Social care to work across 3 projects over 2 weeks. Focusing on educational progression inequalities and gender equality processes our learners returned with an enhanced awareness of their career direction. Whilst working with the Social support centre for women, we looked at developing their gender equality processes within their Institution, ways to improve safe working practices, looked at barriers hindering progression for the women to return to their homes and families. Ways of preventing violence against women and girls in the local village. Learners were tasked with evocative, emotive content to work with a small group of women who were exploited and victims of sexual violence and holistically looking at the barriers in achieving Goal 5 of UN sustainable goals. The other project was to work in a local school to develop resources and processes to support gender equality and challenge stereotypes. The aim was working on Goal 10, UN goals to reduce inequality, enhance girls self worth and fulfilment. Looking at the skill development needed for girls and women to contribute effectively to their local society, enhancing confidence and providing a safe, inclusive learning environment for all.

The Bambisanani Partnership and the college work together to create an international collaboration with rural schools and orphanages in South Africa. The fundamental aim of the partnership is to create genuine ‘two-way’ learning between both countries, with sports used as a central learning tool. The UK students who travel deliver sports and leadership sessions to the South African children that foster essential skills such as teamwork, confidence, and communication. The aim is to help the children develop skills and opportunities that will help them break the poverty cycle. The visits are filled with heartfelt exchanges, cultural performances, and community engagement. In addition, the college students spend time volunteering within the communities in impactful ways outside of sports; for example, painting an orphanage. UK students described the experience as life-changing, emphasising the deep connections made and the mutual impact of their work. The South African schools expressed immense gratitude for the partnership, which has become a beacon of hope and empowerment for the local children. This enduring partnership continues to grow, using sport as a transformative tool to create lasting change.